Common Core Georgia Performance Standards in FCSfile/C… · d. Locate scientific information in...

Common Core Georgia Performance Standards in FCS

April 2012

1

Transitioning to Common Core Georgia Performance Standards (CCGPS)

• What do the new standards mean for FCS?• How have we prepared for transitioning to CCGPS?• Where are we on the road to implementation?• What work remains to be done to ensure implementation in August?

2

Why do we need Common Core Standards?

• Work• Technology• Competition

3

Key Features of Common Core• aligned with college and work expectations• clear, understandable, and consistent• rigorous content and application of knowledge through

higher‐order skills• built upon strengths and lessons of current state standards• informed by other top‐performing countries so that all

students are prepared to succeed in the global economy and society

Daggett and Gendron (Aug., 2010). Common Core State Standards Initiative: Classroom Implications for 2014http://www.leadered.com/pdf/Common%20Core%20Standards%20Paper%20FINAL.pdf

5

Estimated equivalent scores for state proficiency standards for 4th grade reading vs. NAEP* scores, 2009

STATE State Assessment NAEP scale equivalent score*

Georgia 87% 178

Texas 84% 188

Ohio 82% 192

Florida 74% 206

Arkansas 70% 206

North Carolina 69% 204

Massachusetts 54% 234

*National Assessment on Educational Progress, Estimated NAEP scale equivalent scores for state proficiency standards, for reading (table 1a) and mathematics (table 1b) in 2009, by grade and statehttp://nces.ed.gov/nationsreportcard/studies/statemapping/findings_table1.asp

Themes of CCGPS: Depth Of Knowledge (Rigor), Text Complexity, Literacy, Integration of Standards, and Balanced AssessmentBegin with key level staff for redelivery

Preparation for Implementation: Develop August roll‐out PL; continue alignment of teacher resources and assessments

Implementation:Continue with addition of Math 10th grade; updates as necessary; field test PARCC assessments; new Science standards expected

Preparation for Implementation: Create a network of school level facilitators; continue redelivery; redesign ELA and Math Scope and Sequences and Instructional Units; begin alignment of assessments and progress monitoring; communication to all stakeholders

Implementation:ELA K‐12, Math K – 9, Literacy in SS, Sci, and CTAE 6 – 12; support school level facilitators; communicate PARCC updates; align policies as needed

Full Implementation Standards, Policies, and Practices in alignment;PARCC Assessments

CCGPS Implementation Plan

Providing a Foundation of Academic Excellence for Our Students

Spring 2012 Summer 2012 2012 ‐ 2013 2013 ‐ 2014Fall 2011 2014 ‐ 2015

What do the new standards mean for FCS?• New content standards for English/Language Arts, grades K‐12

• New content standards for Math, grades K – 9, additional grade levels will be added in the following years (no impact on rising 10‐12th grade students)

• New literacy standards for Science and Social Studies• New Instructional shifts • Increasing rigor, text complexity, and informational text

• Preparation for new state assessments

Informational Text(increased importance in Common Core)

Grade Level

Percent of GPS Curriculum

Percent of Common Core Curriculum

3rd 20 50

5th 40 50

8th 45 55

12th 30 70

9English/Language Arts Department, Fulton County Schools

CCR = College Career Readiness

K‐12 Common Core Georgia Performance Standards

10

English/Language Arts

3rd Grade Common Core

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

3rd Grade GPS

The student uses a variety of strategies to gain meaning from grade‐level text. The student…

generates questions before, during, and after reading.

MATCH RIGOR11

English/Language Arts

5th Grade English/Language Arts Standard

Common Core Standard‐5th Grade• Demonstrate command of

the conventions of standard English grammar and usage when writing or speaking.

• f. Ensure subject‐verb and pronoun‐antecedent agreement.

GPS• ELA7C1 The student

demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student

• c. Uses standard subject‐verb and pronoun‐antecedent agreement.

MATCH RIGOR

7th Grade

8th Grade English/Language Arts

Common Core• 1. Engage effectively in a range

of collaborative discussions (one‐on‐one, in groups, and teacher‐led) with diverse partners on grade 8 topics and texts, building on others’ ideas and expressing their own clearly.

GPS 8th Grade• The student participates in student‐to‐teacher, student‐to‐student, and group verbal interactions.

MATCH RIGOR

9th/10th Grade English/Language Arts

Common Core• Analyze the representation

of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée de Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).

GPS• c. Compares and contrasts

specific characteristics of different genres as these genres develop and change over time and across cultures (i.e., classical multicultural with contemporary multicultural, Western with Eastern European).

MATCH RIGOR

Process Standards

Number and OperationsNumber and OperationsNumber and OperationsNumber and Operations

Common Core Georgia K‐5 Performance Standards

Measurement

Geometry

Algebra 3rd – 5th

Data Analysis and Probability

Operations and Algebraic Thinking

Number and Operations in Base Ten

Number and Operations ‐ Fractions

Data and Measurement

Geometry

Mathematical Practices

Counting and CardinalityKindergarten

K - 5

3 - 5

K - 5

K - 5

K - 5

K - 5

3rd Grade Common CoreUnderstand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts;

3rd Grade Math Standard

MATCHRIGOR

3rd Grade GPS

understand a fraction a/b as the quantity formed by a parts of size 1/b.

Understand the fraction a/brepresents a equal sized parts of a whole that is divided into b equal sized parts

formed by a parts of size 1/b.

understand a fraction a/b as the quantity

AlgebraAlgebra

Process Standards

Number and OperationsNumber and Operations

Measurement

Geometry

Algebra


Functions

The Number System

Expressions and Equations

Statistics and Probability

Geometry

Mathematical Practices

Ratios and Proportional Reasoning

76 ‐ 8

6 ‐ 8

8

6 ‐ 8

6 ‐ 8

6 ‐ 8

Math 6‐8

2. Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions.

1. Know that numbers that are not rational are called irrational. Understandinformally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventually into a rational number.

h. Distinguish between rational and irrationalnumbers.

8th Grade GPS 8th Grade Common CoreNumbers and OperationsM8N1. Students will understand different representations of numbers including square roots, exponents, and scientific notation.

(8.NS) Know there are numbers that are not rational, and approximate them by rationalnumbers.

Match Rigor

Math

Common Core Georgia 9‐12 Performance Standards

Number and Operations

Geometry

Algebra


Number and Quantity

Algebra

Functions

Modeling

Geometry

Mathematical PracticesProcess Standards

Statistics and Probability

K‐12 Social Studies GPS and Common Core Comparison

Georgia Performance Standards

• Performance Standards• Maps and Globe Skills• Information Processing Skills

Common Core

• GPS Performance Standards• Maps and Globe Skills• Information Processing Skills• New Literacy Standards for

History/Social Sciences 6‐12

Content StandardThe student will analyze the impact of the Civil War and Reconstruction on Georgia. • a. Explain the importance

of key issues and events that led to the Civil War.

Common Core Literacy StandardWrite an argument to support claims with clear reasons and relevant evidence.• Introduce, support claim(s)• Use logic, evidence• Clarify relationships among

claims

21

8th Grade Social Studies Example

Sample Task – Social StudiesStudents will research events that led to the Civil War. Select an event such as slavery, states’ rights, or the Dred Scott Case and determine opposing viewpoints. Students will closely examine the viewpoints, select a viewpoint, and write an argument from that perspective. The argument should include statements that support a position and include relevant evidence. The students will craft an argument that will:1. Introduce the selected position as well as a description of the opposing viewpoint(s).• The argument should be supported with relevant evidence from

credible sources and reflect an understanding of the topic or text. Also, the argument should include words, phrases, or clauses that may help to explain the reasons behind the selected viewpoint.

2. The argument should conclude with a statement or section that summarizes and supports the argument presented. 22

K‐12 Science GPS and Common Core GPS

Georgia Performance Standards

• Performance Standards• Characteristics of Science• Content• New Science Performance

Standards based on Next Generation Science Standards – tentative date for approval July 2013

Common Core GPS

• Information Processing Skills 6‐12

• Informational Reading K‐5• New Literacy Standards that

support learning in Science

Comparing Characteristics of Science and ELA Literacy

Grade 3 – Characteristics of Science

• Students will communicate scientific ideas and activities clearly. d. Locate scientific information in reference books, back issues of newspapers and magazines, CD‐ROMs, and computer databases.

Grade 3 ELA ‐ CCGPS

• Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic quickly and efficiently.


Grade 8 – Characteristics of Science

• Students will question scientific claims and arguments effectively. – Question, identify, recognize


• Delineate and evaluate the argument

• Analyze a case in which two or more texts provide conflicting information


Biology – Characteristics of Science

• Students will communicate scientific investigations and information clearly.d. Participate in group discussions


• Initiate and participate effectively in a range of collaborative discussionsa. referring to evidence from texts and other researchc. posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

How has FCS prepared to transition to Common Core Georgia Performance Standards?

• Professional Learning– Supported underlying themes at monthly meetings: Rigor, Text Complexity, Literacy/Writing across Disciplines, Balanced Assessment

– Provided turn around lesson resources to schools for redelivery to teachers

– Attended Metro and Griffin RESA trainings– Participated in webinars

27

Fine

Arts

Writing Balanced Assessment

Depth of Knowledge

(Rigor)

Literacy Across Content

Areas

Text Complexity

Science

Social

Stud

ies

Mathe

matics

English/

Langua

ge Arts

Career Tech

ESOL, W

orld

Langua

ges

Health

, Ph

ysical

Education

Common Core Georgia Performance Standards

Underlying themes of Common Core GPS

Depth of Knowledge (Rigor)*

Text Complexity*

Literacy across

Disciplines*

Integration of

Standards*

Balanced Assessment

ELA Math

Literacy StandardsScience,

Social Studies,CTAE

CCGPS:Themes and elements of focus for 2011-2012

29

* Professional Learning completed to date


• Communication– Monthly District meetings: Ad Staff, Curriculum Assistant Principals (CAPs), Curriculum Support Teachers (CSTs), Department Chairs and Contacts

– Portal Page– Video– Questions and Answers document– Article in the District Newsletter

30

CCGPS Portal Page

31

32

CCGPS Parent Video

Communication

33


• Alignment – Developing scope and sequences for English/Language Arts and Math

– Developing model unit plans for English/Language Arts and Math

– Integrating literacy standards into Science and Social Studies resources

– Reviewing district Curriculum and Instruction policies– Aligning and creating assessment questions

34


• Accountability– Implementation plan developed– Alignment to the Strategic Plan – Alignment to Step2Achieve– Collaboration between Learning Community Teams, Learning and Teaching Teams, and School Administrators for implementation

– Facilitative teams structure

35

What work remains to be done?• Professional Development:

– PD for school facilitators by June– PD for teachers through online courses during the summer– Roll‐out PD during August preplanning days

• Communication: – Integrated communication plan for teachers, administrators and

parents/community members• Alignment:

– Completion of instructional scope and sequence documents and beginning units by mid May

– Review and development of assessment items for beginning units for Achievement Series by July

– Review of District Curriculum and Instruction policies by May 1• Accountability:

– Establish role of Area Superintendents’ teams, Learning and Teaching Staff, and Principals/Assistant principals

– Weekly review of completion of actions steps within the implementation plan– Monitoring procedures for turn around lessons redelivered at schools – Check through the 2012‐13 school year to monitor and support implementation 36

Common Core Georgia Performance Standards in FCSfile/C… · d. Locate scientific information in...

Documents

Transcript of Common Core Georgia Performance Standards in FCSfile/C… · d. Locate scientific information in...